Community Literacy Programs and the Politics of Change
Community Literacy Programs and the Politics of Change argues that the meaning and value of literacy is a function of specific local institutions. At the core of the book is an examination of one institution, Western District Adult Basic Education. Grabill moves between the case of Western District and literacy theory from disciplines like rhetoric, composition, education, sociology, and professional and technical writing in order to develop a theory of institutions and institutional change. The book enables researchers and teachers to locate spaces where change is possible within institutional systems and then work in those spaces to change the meaning and value of literacy.
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Disciplinary Gaps Institutional Power and Western District Adult Basic Education
Locating the Meaning and Value of Literacy
Exercising Power Who Decides Which Literacies Count?
Utopic Visions The Technopoor and Public Access to Networked Writing Technologies Community Literacy Programs as OnRamps
Community and Community Literacies
Participatory Institutional Design
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ABE programs action research Adult Basic Education Adult Education Teacher Adult Learning Plan argues argument assessment Barton Bedford Pines chapter classroom client involvement collaboration communitarian community literacy program community-building computers and writing concept constructed contexts critical literacy critique cultural curriculum David Barton decisions difference discussion District Adult Basic Division of Adult documents Education Teacher Handbook example focus focuses functional literacy Giroux goals Hispanic important Indiana Indiana's Adult Education individuals institutional change institutional critique institutional systems interests issues language learner literacy theory literate practices locate meaning and value needs networks notion NTIA oppression participation participatory action research participatory design postmodern problems professional writing relations relationships Rosewater Publishing Ryan White Selden service learning significant situated social socio-cognitive space specific theorists tion understand users value of literacy Western District Adult workers workplace literacy writing technologies written literacies